Outline

Overview

Older adults may experience challenges participating in day-to-day activities during their retirement years. Occupational therapy can enhance, restore, or maintain performance of daily life activities, help to prevent future challenges from occurring, and assist older adults to continue ageing in place or in assisted living environments within community contexts. In this unit of study students will take an evidence-based approach to occupational therapy service provision and develop occupational therapy assessment, intervention, and evaluation skills specific to older adults. In doing so, students will learn: How do I provide occupational therapy for older adults from a client-centred perspective? How do I promote quality of life and wellbeing through continuing engagement in day-to-day activities?

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sanet Du Toit, sanet.dutoit@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Oral presentation and practical activities Presentation of assessment/intervention	30%	Multiple weeks	25 minutes
Outcomes assessed:
Assignment	Tutorial and consolidation activity hand-in components Continued participation in unit activities	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Oral reflection Oral reflection - see Canvas Assessment Folder for details	25%	Week 09 Due date: 12 Oct 2021 at 23:59	Five-minute voice recording
Outcomes assessed:
Assignment	Case context assignment Multi-media oral presentation (including reflection). See Canvas Assessment	45%	Week 13 Due date: 15 Nov 2020 at 23:59	10 minutes - Multi-media
Outcomes assessed:
= group assignment ?

Assessment summary

Practical activity: Each learning team will conduct a practical activity which will include a brief presentation, and depending on the chosen topic, either a demonstration or training session on how to conduct, score, and interpret the assessment, or how to deliver the intervention. This will be conduced either on-line or face-to-face.
Oral reflection: Students will present personal insights on what they, as future graduates, could contribute in the space of aged care.
Case-study assignment: In an individual format, students will be required to verbally describe and justify occupational therapy practice in relation to a specific context that reflects intervention planning and reflexivity in practice.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to unit content and assessment. Meso perspective: Personal considerations when working with older adults [Values, attitudes, and ageism]	Lecture (1 hr)
Week 01	Learning team activities: planning for semester and Assessment Item 1	Tutorial (2 hr)
Week 02	Micro perspective: Professional considerations when working with older adults	Lecture (1 hr)
Week 02	Learning team activities: Macro and Micro perspective: Personal and professional considerations when working with older adults - case studies.	Tutorial (2 hr)
Week 03	Micro perspective: Complex and multiple conditions in complex environments.	Workshop (3 hr)
Week 04	Meso considerations: (1) Contextual considerations when working with older adults. (2) Student-led activities.	Workshop (3 hr)
Week 05	Micro-considerations: Assessments (P-E-O) Student-led activities.	Workshop (3 hr)
Week 06	Micro-considerations: Assessments and Interventions (P-E-O) Student-led activities.	Workshop (3 hr)
Week 07	Micro-considerations: Interventions (P-E-O) Student-led activities.	Workshop (3 hr)
Week 09	Micro and Meso: Scope of practice in aged care. A global approach to ageing -Ageing-in-place or ageing-in-the right place.	Workshop (3 hr)
Week 10	Micro and Meso: Scope of practice in aged care. OT in long-term aged care -meaningful engagement.	Lecture (1 hr)
Week 11	Micro and Meso: Scope of practice in aged care	Workshop (3 hr)
Week 12	Micro and Meso: Scope of practice in aged care	Workshop (3 hr)
Week 13	Wrap up: Questions and discussion of Assessment Item 3.	Lecture (1 hr)
Week 13	Micro, Meso and Macro: Scope of practice in aged care	Tutorial (2 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures, workshops, and tutorials, and actively participate in discussions and activities. If you know you will miss part or all of a tutorial, please contact the tutor and ask about work to be completed in lieu of that time.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please refer to to the Lecture Scedule and Modules on Canavs for:

- pre-lecture preparation and readings associated

- consolidation activities

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Explain the broader context in which occupational therapy services are provided to older adults in Australia, and demonstrate an awareness of international trends in service provision for older adults
LO2. Examine and reflect on values and attitudes towards older adults, as well as the values and attitudes of others
LO3. Develop an evidence-based approach to occupational therapy service provision for older adults, with a focus on active ageing, meaningful engagement, and well-being
LO4. Demonstrate familiarity to apply the administration and scoring of assessments, which are commonly used by occupational therapists working with older adults
LO5. Understand and critically appraise the impact of relevant legislation and policy upon service provision for older adults
LO6. Design occupational therapy interventions appropriate to the needs of older adults

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.11. Maintains professional competence and adapts to change in practice contexts 1.3. Maintains professional boundaries in all client and professional relationships 1.4. Recognises and manages conflicts of interest in all client and professional relationships 1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups 1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples 1.9. Identifies and manages the influence of her/his values and culture on practice 4.1. Communicates openly, respectfully and effectively 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.3. Works ethically with Aboriginal and Torres Strait Islander communities and organisations to understand and incorporate relevant cultural protocols and communication strategies, with the aim of working to support self-governance in communities 4.4. Uses culturally responsive, safe and relevant communication tools and strategies 4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
	Australian occupational therapy competency standards 2018 - 1. Professionalism 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.10. Practises within limits of her/his own level of competence and expertise 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.3. Maintains professional boundaries in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.9. Identifies and manages the influence of her/his values and culture on practice 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.15. Addresses issues of occupational justice in practice 1.2. Adheres to legislation relevant to practice 2. Knowledge and learning 2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice 2.10. Maintains digital literacy for practice. 2.2. Applies theory and frameworks of occupation to professional practice and decision-making 2.3. Identifies and applies best available evidence in professional practice and decision-making 2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices 2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting 2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development 2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice 2.9. Maintains knowledge of relevant resources and technologies, and
	Australian occupational therapy competency standards 2018 - 3. Occupational therapy process and practice 3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement 3.11. Evaluates client and service outcomes to inform future practice 3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.2. Adheres to legislation relevant to practice 3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment 4.4. Uses culturally responsive, safe and relevant communication tools and strategies
	Australian occupational therapy competency standards 2018 - 1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct 1.11. Maintains professional competence and adapts to change in practice contexts 1.13. Manages resources, time and workload accountably and effectively 1.15. Addresses issues of occupational justice in practice 1.17. Recognises and manages any inherent power imbalance in relationships with clients. 1.2. Adheres to legislation relevant to practice 1.3. Maintains professional boundaries in all client and professional relationships 1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice 1.8. Adheres to all work health and safety, and quality requirements for practice 2.10. Maintains digital literacy for practice. 2.9. Maintains knowledge of relevant resources and technologies, and 3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes 3.11. Evaluates client and service outcomes to inform future practice 3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning 3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and 3.14. Contributes to quality improvement and service development. 3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals 3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals 3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client 3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections 3.7. Reflects on practice to inform and communicate professional reasoning and decision-making 4.10. Seeks and responds to feedback, modifying communication and/or practice accordingly, and 4.11. Identifies and articulates the rationale for practice to clients and relevant others. 4.8. Maintains collaborative professional relationships with clients, health professionals and relevant others 4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Student feedback is important for co-designing unit content and delivery. This unit has been updated to involve the whole cohort in site visits and to engage in student-led activities of all their peers.

Additional information

Student Administration Manual on the Faculty of Health Sciences

Site visit guidelines

Site visits may be conducted in-person or virtually. All students will select an activity to participate in by Week 2 of the semester. All students will be briefed prior to the visit and will be provided with material to study in preparation for their visit. Each group visiting a site needs to take ownership for the safety and well-being of their group members. You will have each other’s telephone numbers and need to make contact when a group member does not turn up. Contact the UoS coordinator immediately if anyone is unaccounted for (Sanetta du Toit 048 772 5240).

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP3078: Occupational Performance: Retirement

Semester 2, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect